Trastorno de Aprendizaje no verbal: revisión y análisis bajo un abordaje neuropsicológico

• Liliana Cruz-Hernández ^[1] ; Judith Salvador-Cruz ^[1]
  1. [1] UNAM
• Localización: EduPsykhé: Revista de psicología y educación, ISSN 1579-0207, Vol. 17, Nº. 1, 2020, págs. 1-17
• Idioma: español
• Títulos paralelos:
  • Nonverbal learning disorder: Review and analysis under a neuropsychological view
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El Trastorno de Aprendizaje no verbal (TANV), es un conjunto de deficiencias perceptuales visoespaciales, táctiles y psicomotrices, sin embargo, se reporta una habilidad verbal preservada. Actualmente la investigación ha posibilitado ampliar/especificar el perfil clínico y diagnóstico. En consiguiente, el objetivo fue realizar una revisión que permita integrar una mejor caracterización conceptual facilitando el diagnostico e intervención. Los resultados se establecieron en dominios neuropsicológicos, emocionales-sociales y diagnósticos. La discusión analizó la dicotomía “verbal vs no verbal” y la homogenización de criterios diagnósticos incluyendo las afectaciones emocionales- sociales. En conclusión, esta revisión promueve un manejo integral del TANV entre educadores y neuropsicólogos.

  • English

    Nonverbal Learning Disorder (TANV) is a set of visuospatial, tactile and psychomotor perceptual deficiencies, reporting a preserved verbal ability.

    Currently, the research has made it possible to expand / specify the clinical and diagnostic profiles. Conse quently, the objective was to carry out a review that allows integrating a better conceptual characterization facilitating diagnosis and intervention. The outcomes were established in neuropsychological, emotional-social and diagnostic domains.

    The discuss ion analysed the dichotomy "verbal vs.

    nonverbal" and the homogenization of diagnostic criteria including emotional-social effects. In conclusion, this review promotes the comprehensive management of TANV among educators and neuropsychologists.

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